|本期目录/Table of Contents|

[1]张翔.应用Q方法初探高职院校教师情绪——基于Lazarus的情绪“认知评估理论”[J].集美大学学报(教育科学版),2015,16(01):14-20.
　ZHANG Xiang.A Q Methodology Study on Emotions of Vocational College Teachers——From the Perspective of Lazarus’ Cognitive Appraisal Theory[J].Journal of Jimei University(Education Science Edition),2015,16(01):14-20.
点击复制

应用Q方法初探高职院校教师情绪——基于Lazarus的情绪“认知评估理论”()
分享到：

《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第16卷
期数:
2015年01期
页码:
14-20
栏目:
教师发展研究
出版日期:
2015-01-28

文章信息/Info

Title:
A Q Methodology Study on Emotions of Vocational College Teachers——From the Perspective of Lazarus’ Cognitive Appraisal Theory
作者:
张翔
（滁州城市职业学院，安徽凤阳233100）
Author(s):
ZHANG Xiang
（Chuzhou City Vocation College, Fengyang 233100, China）
关键词:
高职院校; 教师; 情绪; Q方法; 认知评估理论
Keywords:
vocational college;  teachers;  emotion;  Q methodology;  cognitive appraisal theory
分类号:
-
DOI:
-
文献标志码:
A
摘要:
基于Lazarus的情绪“认知评估理论”，应用Q方法初探高职院校教师情绪，研究发现，高职院校教师情绪类型可区分为三种：第一，安逸被动型（9人），以行政人员居多（6人），女性多于男性，年龄、教龄、职称以两端者居多;第二，工作满意型（9人），以行政人员居多（7人），男性绝对多于女性，年龄、教龄、职称以高端者居多;第三，理想主义型（8人），无行政人员，男性与女性相当，年龄、教龄以中间者居多，职称以初中级者居多。
Abstract:
This article explores teachers’emotions by employing Q methodology in vocational college from the perspective of Lazarus’cognitive appraisal theory. The result indicates that teachers’ emotions can be divided into three distinct types: (1) passive because of ease(9 people), most of which are administrative personnel (6 people)with more women than men, as for age, teaching age and professional title, the majority are in both ends; (2)job satisfaction(7 people), most of which are administrative personnel (7 people) , and men are absolutely more than women, as for age, teaching age and professional title, the majority are those with high ranks; (3)Idealism(8 people), without administrative personnel, with the same women and women, as for age and teaching age, the majority are those in the middle and people with primary or intermediate professional title.

参考文献/References:

相似文献/References:

[1]古翠凤,郑思.中德高职院校“双师型”教师资格准入体制比较[J].集美大学学报(教育科学版),2015,16(03):1.
　GU Cui-feng,ZHENG Si.A Comparative Study of System of Qualified Access to “Double-Competency” Teachers in Higher Vocational Colleges between China and Germany[J].Journal of Jimei University(Education Science Edition),2015,16(01):1.
[2]朱乐平.先秦儒家师道观及其现实意义探究——以孔子、孟子、荀子为例[J].集美大学学报(教育科学版),2014,15(04):15.
　ZHU Le-ping.The Study of Pre-Qin Confucians’ Concept on Teaching Profession and contemporary Enlightenment[J].Journal of Jimei University(Education Science Edition),2014,15(01):15.
[3]蒋莲凤.心理契约理论下的高职聘任制辅导员队伍建设[J].集美大学学报(教育科学版),2014,15(03):20.
　JIANG Lian-feng.Based on the Psychological Contract Theory under the Appointment System of Higher Vocational Counselor Team Construction[J].Journal of Jimei University(Education Science Edition),2014,15(01):20.
[4]徐伟,李烁,李寒冬,等.地方院校教师教学质量评价模型构建与实践——以山东科技大学为例[J].集美大学学报(教育科学版),2017,18(04):1.
　XU Wei,LI Shuo,LI Han-dong,et al.lication of Teachers’Teaching Quality Evaluation Model at Local Colleges and Universities——Taking Shandong University of Science and Technology as an Example[J].Journal of Jimei University(Education Science Edition),2017,18(01):1.
[5]晏福宝.幼儿实习教师在过程—关系中成长探究——基于身体的视角[J].集美大学学报(教育科学版),2018,19(02):28.
　YAN FU-bao.On the growth of kindergarten student teachers in process-relationships——Based on body perspective[J].Journal of Jimei University(Education Science Edition),2018,19(01):28.
[6]黄莹.扎根理论下中学教师职业幸福感的影响因素——基于84个访谈文本的质性分析[J].集美大学学报(教育科学版),2019,20(02):19.
　HUANG Ying.The Influencing Factors of Middle School Teachers ’ Occupational Wel-Being Based on Grounded Theory——Qualitative Analysis Based on 84 Interview Texts[J].Journal of Jimei University(Education Science Edition),2019,20(01):19.
[7]崔诣晨,赵紫叶,顾文泰,等.高校教师胜任力现状及对策分析——基于我国五所高校的调查[J].集美大学学报(教育科学版),2019,20(02):12.
　CUI Yi-chen,ZHAO Zi-ye,GU Wen-tai,et al.Analysis on the Current Situation and Countermeasures of University Teachers’Competency——Based ona Survey of Five Universities in China[J].Journal of Jimei University(Education Science Edition),2019,20(01):12.
[8]贾彦琪.教师教学观念与能力的多重挑战及其应对——基于核心素养的教师教育研究[J].集美大学学报(教育科学版),2021,22(04):7.
　JIA Yan-qi.MultipleChallenges of Teachers’ Teaching Concepts and Abilities against the Background of Core Literacy and Their Countermeasures[J].Journal of Jimei University(Education Science Edition),2021,22(01):7.
[9]罗泽意,李雯雯.个体因素对义务教育阶段教师再流动意愿的影响——基于logistic回归的城乡教师对比分析[J].集美大学学报(教育科学版),2023,24(04):15.
　LUO Ze-yi,LI Wen-wen.The Influence of Individual Factors on Teachers‘ willingness to Reflow in the Stage of Compulsory Education——Comparative Analysis of Urban and Rural Teachers’ Based on Logistic Regression[J].Journal of Jimei University(Education Science Edition),2023,24(01):15.
[10]古翠凤,郑秋萍.身份认同视野下高职院校教师的专业发展路径[J].集美大学学报(教育科学版),2020,21(03):18.
　GU Cui-feng,ZHENG Qiu-ping.The Professional Development Path of Teachers in Higher Vocational Colleges from the Perspective of Identity[J].Journal of Jimei University(Education Science Edition),2020,21(01):18.

备注/Memo

备注/Memo:
更新日期/Last Update: 2016-11-19